Aviation Instructor's Handbook: FAA-H-8083-9B

Description

Here is the official guide, a new edition developed by the FAA, to help beginning ground instructors, flight instructors, and aviation maintenance instructors understand the basics of flight instruction. Heavily illustrated and filled with essential information, topics include: Risk Management and Resource ManagementHuman BehaviorThe Learning ProcessEffective CommunicationThe Teaching ProcessAssessmentInstructor Responsibilities and ProfessionalismTechniques of Flight InstructionAnd much more This official FAA publication provides aviation instructors with up-to-date information on learning and teaching, and how to relate this information to the task of teaching aeronautical knowledge and skills to students. Experienced aviation instructors will also find the updated information useful for improving their effectiveness in training activities. Acknowledgments Preface Chapter 1: Risk Management and Single-Pilot Resource Management Introduction Defining Risk Management Principles of Risk Management Accept No Unnecessary Risk Make Risk Decisions at the Appropriate Level Accept Risk When Benefits Outweigh the Costs Integrate Risk Management into Planning at All Levels Risk Management Process Implementing the Risk Management Process Identifying Risk The Pave Checklist IMSAFE Checklist Assessing Risk Likelihood of an Event Severity of an Event Risk Flight Risk Assessment Tools Why Should I Use a FRAT? What Do I Do with My Score? Three-P Model for Pilots Hazard List for Aviation Technicians Pilot Self-Assessment Situational Awareness Obstacles to Maintaining Situational Awareness Operational Pitfalls Single-Pilot Resource Management (SRM) SRM and the 5P Check The Plan The Plane The Pilot The Passengers The Programming Information Management Task Management Automation Management Aeronautical Decision-Making The Decision-Making Process Defining the Problem Choosing a Course of Action Implementing the Decision and Evaluating the Outcome Factors Affecting Decision-Making Recognizing Hazardous Attitudes Stress Management Use of Resources Internal Resources External Resources Workload Management Teaching Decision-Making Skills Assessing SRM Skills Chapter Summary Chapter 2: Human Behavior Introduction Definitions of Human Behavior Instructor and Learner Relationship Motivation Where Does the Motivation to Learn Come From? Learner Questionnaire Maintaining Motivation Rewarding Success Presenting New Challenges Drops in Motivation Summary of Instructor Actions Human Needs and Motivation Meeting Human Needs to Encourage Learning Physiological Security Belonging Esteem Cognitive and Aesthetic Self-Actualization Human Nature and Motivation Defense Mechanisms Repression Denial Compensation Projection Rationalization Reaction Formation Fantasy Displacement Learner Emotional Reactions Anxiety Impatience Worry or Lack of Interest Physical Discomfort, Illness, Fatigue, and Dehydration Fatigue Dehydration and Heatstroke Apathy Due to Inadequate Instruction Normal Reactions to Stress Abnormal Reactions to Stress Flight Instructor Actions Regarding Seriously Abnormal Learners AMTs and Flight Instructors as Learners Teaching the Adult Learner Chapter Summary Chapter 3: The Learning Process Introduction The First Flight The Check Ride Analysis of the First Flight and Check Ride What is Learning? The Framework for Learning Learning Theory Behaviorism Cognitive Theory Information Processing Theory Constructivism Higher Order Thinking Skills (HOTS) Scenario-Based Training (SBT) Perceptions Factors that Affect Perception Physical Organization Goals and Values Self-Concept Time and Opportunity Element of Threat Insight Acquiring Knowledge Memorization Understanding Concept Learning Thorndike and the Laws of Learning Readiness Effect Exercise Primacy Intensity Recency Domains of Learning Cognitive Domain Affective Domain Psychomotor Domain Summary of Instructor Actions Characteristics of Learning Learning Is Purposeful Learning Is a Result of Experience Learning Is Multifaceted Learning Is an Active Process Learning Styles Right Brain/Left Brain Holistic/Serialistic Theory Index of Learning Styles Visual, Auditory Kinesthetic Learners Superlinks Summary Acquiring Skill Knowledge Stages of Skill Acquisition Cognitive Stage Associative Stage Automatic Response Stage Knowledge of Results How to Develop Skills Learning Plateaus Types of Practice Deliberate Practice Blocked Practice Random Practice Evaluation Versus Critique Overlearning of Knowledge Application of Skill Summary of Instructor Actions Putting It All Together The Multitasking Mistake Priorities of Task Management Increased Workload, Diminished Quality Learning to Task Manage Distractions and Interruptions Fixation and Inattention How to Identify Fixation or Inattention Problems Scenario-Based Training (SBT) The Learning Route to Expertise Cognitive Strategies Problem-Solving Tactics Awareness of Existence of Unknowns Summary of Instructor Actions Errors Kinds of Errors Slip Mistake Reducing Error Learning and Practicing Taking Time Checking for Errors Using Reminders Developing Routines Raising Awareness Error Recovery Learning from Error Summary of Instructor Actions Memory Sensory Memory Short-Term Memory (STM) Long-Term Memory (LTM) Remembering What Has Been Learned How Usage Affects Memory Forgetting Retrieval Failure Fading Interference Repression or Suppression Retention of Learning Praise Stimulates Remembering Recall Is Promoted by Association Favorable Attitudes Aid Retention Learning with All Senses Is Most Effective Meaningful Repetition Aids Recall Mnemonics Transfer of Learning Habit Formation How Understanding Affects Memory Remembering during Training Remembering after Training Sources of Knowledge Summary of Instructor Actions Chapter Summary Chapter 4: Effective Communication Introduction Basic Elements of Communication Source Symbols Receiver Barriers to Effective Communication Lack of Common Experience Confusion Between the Symbol and the Symbolized Object Overuse of Abstractions External Factors Interference Developing Communication Skills Role Playing Instructional Communication Listening Questioning Instructional Enhancement Chapter Summary Chapter 5: The Teaching Process Introduction What is Teaching? Process Essential Teaching Skills People Skills Subject Matter Expertise Management Skills Assessment Skills Instructor's Code of Ethics Course of Training Preparation of a Lesson Training Objectives and Standards Performance-Based Objectives Description of the Skill or Behavior Conditions Criteria The Importance of the ACS in Aviation Training Curricula Decision-Based Objectives Other Uses of Training Objectives Presentation of a Lesson Organization of Material Lesson Introduction Attention Motivation Overview Development Past to Present Simple-to-Complex Known to Unknown Most Frequently Used to Least Used Conclusion Training Delivery Methods Lecture Method Teaching Lecture Preparing the Teaching Lecture Suitable Language Types of Delivery Advantages and Disadvantages of the Lecture Discussion Method Guided Discussion Method Use of Questions in a Guided Discussion Planning a Guided Discussion Learner Preparation for a Guided Discussion Guiding a Discussion—Instructor Technique Advantages Problem-Based Learning Teaching Higher Order Thinking Skills (HOTS) Types of Problem-Based Instruction Scenario-Based Training Method (SBT) Collaborative Problem-Solving Method Case Study Method Electronic Learning (E-Learning) Computer-Assisted Learning (CAL) Method Simulation, Role-Playing, and Video Gaming Cooperative or Group Learning Method Conditions and Controls Demonstration-Performance Method Explanation Phase Demonstration Phase Learner Performance and Instruction Supervision Phases Evaluation Phase Drill and Practice Method Conclusion Application of the Lesson Assessment of the Lesson Instructional Aids and Training Technologies Instructional Aid Theory Reasons for Use of Instructional Aids Guidelines for Use of Instructional Aids Types of Instructional Aids Marker Board Supplemental Print Material Enhanced Training Materials Projected Material Video Interactive Systems Computer-Assisted Learning (CAL) Models, Mock-ups, and Cut-Aways Test Preparation Material Future Developments Chapter Summary Chapter 6: Assessment Introduction Assessment Terminology Purpose of Assessment General Characteristics of Effective Assessment Objective Flexible Acceptable Comprehensive Constructive Organized Thoughtful Specific Traditional Assessment Characteristics of a Good Written Assessment (Test) Authentic Assessment Learner-Centered Assessment Maneuver or Procedure “Grades” Assessing Risk Management Skills Choosing an Effective Assessment Method Determine Level-of-Learning Objectives List Indicators/Samples of Desired Behaviors Establish Criterion Objectives Develop Criterion-Referenced Assessment Items Critiques and Oral Assessments Instructor/Learner Critique Learner-Led Critique Small Group Critique Individual Learner Critique by Another Learner Self-Critique Written Critique Oral Assessment Characteristics of Effective Questions Types of Questions to Avoid Answering Learner Questions Scenario-Based Training Chapter Summary Chapter 7: Planning Instructional Activity Introduction Course of Training Blocks of Learning Training Syllabus Syllabus Format and Content How to Use a Training Syllabus Lesson Plans Purpose of the Lesson Plan Characteristics of a Well-Planned Lesson How to Use a Lesson Plan Properly Lesson Plan Formats Scenario-Based Training (SBT) Duties, Responsibilities, and Authority of the Aviation Instructor SBT Lesson Plan Single-Pilot Resource Management Chapter Summary Chapter 8: Aviation Instructor Responsibilities and Professionalism Introduction Aviation Instructor Responsibilities Helping Learners Providing Adequate Instruction Standards of Performance Emphasizing the Positive Minimizing Learner Frustration Flight Instructor Responsibilities Physiological Obstacles for Flight Learners Ensuring Learner Skill Set Aviator's Model Code of Conduct Safety Practices and Accident Prevention Flight Instructor Qualifications Professionalism Sincerity Acceptance of the Learner Personal Appearance and Habits Demeanor Proper Language Evaluation of Learner Ability Demonstrated Ability Keeping the Learner Informed Professional Development Continuing Education Government Educational/Training Institutions Commercial Organizations Industry Organizations Sources of Material Printed Material Electronic Sources Chapter Summary Chapter 9: Techniques of Flight Instruction Introduction Practical Flight Instructor Strategies Integrating Instruction Techniques Ground Instruction Use of Flight Simulation Training Devices Integrated Training Curricula Logging Training Time and Experience On-Aircraft Training Demonstration-Performance Training Delivery Method Explanation Phase Demonstration Phase Learner Performance and Instruction Supervision Phases Evaluation Phase The Telling-and-Doing Technique Instructor Tells—Instructor Does Learner Tells—Instructor Does Learner Tells—Learner Does Positive Exchange of Flight Controls Background Procedure Sterile Flight Deck Rule Use of Distractions Integrated Flight Instruction Development of Habit Patterns Operating Efficiency Procedures See and Avoid Assessment of Piloting Ability Demonstrated Ability Postflight Evaluation First Solo Flight Post-Solo Debriefing Correction of Learner Errors Pilot Supervision Dealing with Normal Challenges Visualization Practice Landings Practical Test Recommendations Chapter Summary Chapter 10: Teaching Practical Risk Management during Flight Instruction Introduction Poor Risk Management and Accident Causality Traditional Accident Investigation Taxonomy Risk Analysis Using the PAVE Checklist When to Teach Risk Management Identifying Risk Assessing Risk Mitigating Risk Risk Management Tools Risk Management Teaching Techniques by Phase of Instruction Risk Management Training through the Private Pilot Level Pre-Solo Post-Solo Prior to Cross-Country Training Cross-Country Training Risk Management Training for Experienced Pilots Instrument Training Transition Training Recurrent Training, Flight Reviews, and Instrument Proficiency Checks Risk Management during Operational Flights Risk Management Training for Professional Pilots Managing Risk during Flight Instruction Common Flight Instruction Risks Pilot Risks Aircraft Risks Environmental Risks External Pressure Risks Best Practices for Managing Risk during Flight Instruction Pilot Risks Aircraft Risks Environmental Risks External Pressure Risks Notes on Instructional Risk Management in the Flight Deck Managing Risk while Teaching Takeoffs Managing Risk while Teaching Landings Chapter Summary Appendix A: References Appendix B: Developing a Test Item Bank Written Test Items Supply Type Selection Type True-False Multiple Choice Stems Alternatives Matching Appendix C: Certificates, Ratings, and Endorsements Flight Instructor Endorsements Sport Pilot FAA Forms 8710-1, 8610-2, and 8710-11 Instructor Records Knowledge Tests Additional Training and Endorsements Flight Reviews Instrument Proficiency Checks Instructors as Certifying Officials for Student and Remote Certificates Aircraft Checkouts/Transitions Pilot Proficiency Appendix D: Personal Minimums Checklist Glossary A B C D E F G H I J K L M N O P R S T U V W Index A B C D E F G H I J K L M N O P Q R S T U V W